Structural Syllabus Design

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Structural or Grammatical Syllabus Presentation for ENG10M.

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Structural Syllabus Design

  1. 1. STRUCTURAL SYLLABUS
  2. 2. At the end of this lesson, you will be able to:  Enumerate the characteristics of a structural syllabus.  Distinguish a structural syllabus from all other types through its key feature of “syntheticity”  Evaluate the pros and cons of a structural syllabus  Understand the place of structural syllabus relative to the teaching and learning of language.
  3. 3. Do you remember this?
  4. 4. Which later became like this:
  5. 5. How many of these elements do you remember?
  6. 6. This is an example of a STRUCTURAL SYLLABUS are a product of this syllabus.
  7. 7. So, what is a Structural Syllabus?  (a.k.a. Grammatical Syllabus, Formal Syllabus, Traditional Syllabus, or Synthetic Syllabus)
  8. 8. Characteristics  most familiar of syllabus types  grammatical / structural aspects of language form are the most basic or useful.  functional ability arises from structural knowledge Theory of learning Theory of language ability to use or communicate in the new language
  9. 9. What can we find in a structural syllabus? language form / grammatical form traditional, Latin-based, descriptive/prescriptive grammatical classification and terminology
  10. 10. Sentence – largest unit of discourse that is regularly treated in a structural syllabus • Semantics • Interrogative • Declarative • Exclamations • Conditionals • Structure • Simple • Compound • Complex • Compound-Complex Types of Sentences
  11. 11. Morphology Number • Singular / Plural Tense • Past / Present, etc. Special morphology • Determiners and articles • Prepositions and postpositions • Gender Vocabulary • Affixes
  12. 12. SYNTHETIC  analysis of the language content  isolation of elements VERB!NOUN!
  13. 13. 2 Ways to Synthesize 1) analyzed info is AVAILABLE for production and checking accuracy BLUE!BLUE!
  14. 14. 2 Ways to Synthesize  2) analyzed info is TRANSFORMED from possibly conscious knowledge to unconscious behavior BLUE SKY! BLUE!
  15. 15. Types of Structural Knowledge Explicit / Descriptive • ability to describe rules or explain why an utterance is right or wrong Recognition /Judgmental • ability to merely to judge whether a given form is acceptable or not, and to correct unacceptable form Accurate Productive Behavior • ability to use the structures being taught without necessarily describing or making judgments about them.
  16. 16. What structural knowledge type do you have? Lee Grane impressed Bamboo and Sarah.
  17. 17. What structural knowledge type do you have? Neither my friends nor myself like the revolving chairs too much.
  18. 18. Associations Cognitive Methods of Language Teaching Audio- Lingualism Grammar Translation Method Silent Way
  19. 19. Audio-Lingualism 3,333
  20. 20. Grammar Translation  Pang-ilang pangulo si Noynoy Aquino?  1. How many presidents were there before President Noynoy Aquino?  2. Which/What number does Noynoy Aquino come in the list/order of Philippine presidents?  3. What is Noynoy Aquino's ordinal place in the line up of all
  21. 21. Selection of Content vs. Sequencing (Which is harder?)
  22. 22. Criteria for Content Sequence  Kelly: Complexity ("facility"), regularity ("grammatical analysis"), and productivity, or the usefulness of the structure  Canale and Swain: Grammatical complexity via intuitive criteria ; communicative facility, communicative generalizability, degree of facilitation of acquisition of other structures, perceptual accessibility, and dialectal markedness.
  23. 23. Criteria for Content Sequence  Other criteria: degree of difference between the structure concerned and its equivalent in the learners' first language, the learners' communicative need for the structure, and the order in which the structure occurs in a natural acquisition sequence. o In practice, sequencing decisions are generally based on presumed simplicity, frequency, and need.
  24. 24. Master at initial presentation or Learn via spiraling? LEARNING THEORY:
  25. 25. Textbooks: ALMOST like a structural syllabi
  26. 26. Positive Characteristics 1) It’s the most general component of communicative competence.
  27. 27. Positive Characteristics 2) Familiarity
  28. 28. Positive Characteristics 3) It’s relatively easy to describe
  29. 29. Positive Characteristics 4) It’s the most measurable of the components of communicative competence.
  30. 30. Positive Characteristics 5) Prevents later fossilization or cessation of learning.
  31. 31. Positive Characteristics 6) Serves as basis for learner to Monitor, check, and self-correct (Krashen’s Monitor /Acquisition Theory)
  32. 32. Positive Characteristics 7) Offers basis for teachers or others to provide learners with feedback on the accuracy of their production
  33. 33. Positive Characteristics 8) Value- and culture- free.
  34. 34. Negative Characteristics 1. Lack of usability, applicability, or transferability of structural knowledge.
  35. 35. Negative Characteristics 2. Misleading: Learning a language vs. Learning facts or information about a language.
  36. 36. Negative Characteristics 3. Strictly structural syllabi prevent students from producing structures they have not been taught.
  37. 37. Applications Low transferability limited application to language instruction that aims for functional use
  38. 38. Passive structural knowledge Improved second language accuracy Monitoring role Geographical, cultural, or political limitations Applications
  39. 39. Role of Structural Syllabus Instruct in new language via “easy rules” Serve as organizing framework for other language instructional content types
  40. 40. QUESTIONS?

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